Foundations of Music and Movement
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ST. THOMAS SCHOOL MISSION AND GUIDING PRINCIPLES
The mission of St. Thomas School is to develop responsible citizens of a global society. In partnership
with parents, we inspire and motivate intellectually curious students. Our small, nurturing
environment supports the acquisition of a broad academic foundation with an emphasis on critical
thinking, leadership skills, and the development of strong character and spiritual awareness.
Curriculum with Coherence • Commitment to Character • Community of Learners • Climate for Learning
THE ST. THOMAS SCHOOL JOURNEY
At STS, students embark on an educational journey from the moment they enter school.
At the heart of the program are our Guiding Principles. We believe that a child’s
educational journey must be balanced betweeen the academic and affective domains.
Within the academic domain, core knowledge,
skills and understandings are developed
across seven primary disciplines.
Within the affective domain our
focus putting nine core virtues into
action.
We believe that certain skills
transcend specific disciplines and
grade levels. Therefore, five core
learning skills are integrated
throughout the curriculum:
communication, technology,
thinking, research, and selfmanagement. Academically, students are
expected not only to acquire knowledge and
skills, but to apply, analyze, synthesize, and evaluate what they learn. In support of
growth of character and spirit, students engage in experiences that call upon them to
explore, reflect, choose, act, and lead.
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INTRODUCTION
Students at STS experience music at all grade levels and develop their musicianship skills
through guided listening, reading, writing, analyzing, composing, studying, and performing in
a variety of genres, styles, and ensemble settings. Music provides students with opportunities to
discover themselves, encouraging them to become acquainted with their inner thoughts and
feelings. Students develop self-confidence, spontaneity, and self-awareness through individual
and group experiences. Success in music is measured not only through product or performance,
but also through on-going dedication and perseverance. Through music, students are able to
explore social issues and gain an understanding of time, cultures and societies. Students learn
to rely on themselves as individuals and establish the social relationships necessary to work in
harmony with others.
Music is a language through which students develop intuition, reasoning skills, and intellectual
process while expanding their creativity and imagination. A broad exposure to music, drama
and visual art is crucial in preparing students to perceive, interpret, understand, evaluate, and
contribute to the world in which we live.
At St. Thomas School, music permeates the school day. Music is an integral part of the Chapel
program, students attend music classes throughout the week, and several performances take
place each year, with students performing as soloists, in small ensembles, and in large groups.
After-school classes provide opportunities for students to pursue individual interests, such as
private piano, guitar and voice lessons, as well as to participate in specific clubs or
performance-based groups such as a mixed choral ensemble.
VISION
At STS the music program establishes a clear foundation of skills and techniques which, within
an organic structure and safe environment, allows for self-expression and instills a passion for
continual self-discovery, confidence, and creativity.
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PHILOSOPHY
Music classes at St. Thomas School are taught using a synthesis of original ideas and established
methodologies, including the writings of Carl Orff, Phyllis Weikart, and Zoltan Kodaly.
Students are systematically presented elements of rhythm, melody, harmony, form, meter, and
timbre through applicable activities and songs. Classes explore these elements at different
levels according to appropriateness and effectiveness for each grade. Musical concepts are
introduced and reinforced through singing, clapping, body movement, and the playing of
instruments. Creativity and improvisation are applied whenever possible. Sight reading and
ear training are practiced throughout the curriculum using recorders, Orff instruments, hand
bells, chimes, drums, and Kodaly hand signs. Over time, musical concepts are reinforced and
developed through more formal experiences of composition and performance.
Music from around the world and composers from other periods in history are studied.
Students are encouraged to relate these topics to the broader cultural community and to infuse
these understandings into their own sense of identity and expression.
Cross-curricular connections are emphasized at all grade levels. These include math, science,
reading, geography, foreign languages, and physical education. Technology is applied in
Middle School classes for musical composition and exploration of timbre. Some activities and
songs are directly linked to events according the school calendar. Others coincide with lessons
in the Chapel program.
In the early years, an emphasis is placed on connecting music, movement, and drama. This
combination addresses children’s natural love of music and rhythm, allowing them to begin to
discover and explore their own inner music. Beginning with students’ first and most important
instrument, their voices, the program employs the Kodaly approach, using hand signals to
develop tone, range, and pitch. With this foundation, students apply their knowledge to a range
of instruments, including Orff and various percussion instruments. The introduction of
recorders and the incorporation of individual student’s own talents create a rich mixture of
vocal and instrumental music in the elementary and middle years. Throughout a student’s STS
experience, the chorale tradition remains a cornerstone of the music program.
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STS BEST PRACTICES
At St. Thomas School we reflect upon curriculum and classroom practice in the light of research
that informs best practice. Current trends in music education methodology are applied to a
systemic, exploratory, creative, and performance-oriented process.
The classroom climate encourages students to be creative, active participants.
Connections are created across disciplines through creative, mathematical, analytical,
and listening skills.
Rhythmic, melodic, and harmonic literacy are introduced and reinforced using the
blended philosophies of Orff and Kodaly.
Creative movement and dance are explored using the philosophies of Phyllis Weikart
and John Feierabend.
Liturgical, cultural, and spiritual connections are explored through music in both Chapel
and classroom settings.
Musical performance honors and celebrates students’ musical journey, serves as an
assessment of student learning, and develops stage presence.
Harmony, timbre, form, tempo, dynamics, and articulations are sequentially taught
through singing, reading, listening, and playing group games.
Proper vocal technique is practiced at all levels of performance.
Basic understanding of simple musical forms is gained through guided listening.
Western classical composers and their music are studied within historical and cultural
context.
Instruments and musical heritages of other countries are highlighted.
Proper care of the classroom instruments is practiced at all grade levels.
In addition to singing, children develop their musicianship skills using circle games,
partner-clapping activities and Kodaly hand signs.
Collaboration and cooperation are emphasized.
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Music theory and composition are explored at all grade levels, with some activities
requiring the use of music writing software in the computer lab.
Students observe the musical traditions of other cultures and are encouraged to relate
these observations to their own sense of identity and expression.
Western classical instruments are studied within the context of a traditional symphonic
orchestra.
REFERENCES
The St. Thomas School music program uses a synthesis of methods and materials. The
following publications have been helpful in creating both the theoretical instruction base and
providing concepts for the creation of readings and learning materials.
Music Mind Games, Michiko Yurko, Warner Brothers Publishing, 1992
Discovering Orff, Jane Frazee and Kent Kreuter, Schott Music Corporation, New York, 1987
First Steps in Music, John M. Feierabend, GIA Publications, Inc., 2006
Kids Can Listen, Kids Can Move, Lynn Kleiner, Music Rhapsody, 2003
Meet the Great Composers, June Montgomery and Maurice Hinson, Alfred Publishing Company,
Inc., 1995
The Norton Recordings, Sony Music, 1995
Performance Standards for Music: Strategies and Benchmarks for Assessing Progress Toward the
National Standards, Grades PreK-12. Developed by the MENC Committee on Performance
Standards, chaired by Paul R. Lehman. Reston, VA: Music Educators National
Conference, 1996.
Share the Music, Judy Bond, Marilyn Copeland Davidson, Mary Goetze, Vincent Lawrence,
Susan Snyder, Macmillan/McGraw-Hill School Publishing Co., 1995
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The Kodaly Context, Lois Choksy, Prentice Hall, Inc., Englewood Cliffs, NJ, 1981
Teaching Movement and Dance, Phyllis Weikart, High/Scope Press, 2006
Technology Integration in the Elementary Music Classroom, Amy Burns, Hal Leonard, 2008
World Sound Matters, Jonathan Stock, Schott Educational Publications, 1996
You Can Teach Recorder, William Bay, Mel Bay Publications, Inc., 198
Foundations of Music
Published: July 2013